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Anticipation Guides

A Pre-Post Reading StrategyPeggy Altoff

paltoff@msn.com

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AGs: Objectives

• acquire information about the strategy

• examine and critique examples

• apply information by developing statements for an Anticipation Guide

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A Pre-Post Reading Strategy

What is an Anticipation Guide?

How can it be used to help students unlock prior knowledge of content?

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Prior Knowledge

A composite of who we are and what we know about content and about strategies we have learned from both our academic and everyday experiences.

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Anticipation Guides

Prediction GuideAnticipation Prediction

GuideAnticipation/Reaction

Guide

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Anticipation/Reaction Guide

Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.

____ 1. A guide should focus on the text’s ____ most important concepts.____ 2. Seven to ten statements should be ____

written that support or challenge student beliefs/knowledge/experience.

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Anticipation/Reaction Guidecontinued

____ 3. Students read, react and discuss ____

statements before and after reading the selection.

____ 4. AGs are useful in helping teachers ____ identify misconceptions of students that can then be corrected prior to reading.

____ 5. AGs are just another way of doing ____ True/False statements.

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Anticipation/Reaction Guide

Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.

____ 1. A guide should focus on the text’s ____ most important concepts.____ 2. Seven to ten statements should be ____

written that support or challenge student beliefs/knowledge/experience.

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Anticipation/Reaction Guidecontinued

____ 3. Students read, react and discuss ____

statements before and after reading the selection.

____ 4. AGs are useful in helping teachers ____ identify misconceptions of students that can then be corrected prior to reading.

____ 5. AGs are just another way of doing ____ True/False statements.

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Why is it used? To… Activate students'

prior knowledge. Assess students'

prior understanding of a topic.

Motivate students to read by stimulating their interest in a topic.

Promote active reading.

Foster critical thinking.

Identify misperceptions students have.

http://www.ascd.org/video_guides/reading02/handouts/handout7.html

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When is it used…

Suggested Grades: 2+ ask your students to write down whether

they agree or disagree with the statements and why

for the Cinderella story 1. You can fall in love after one meeting. 2. Those who suffer will triumph in the

end. 3. It's sometimes okay to disobey your

parents, even if they are a step parent. http://www.canteach.ca/elementary/novel38.html

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How To Use…

Identify the major concepts you want students to learn from the reading.

Determine ways these concepts might support or challenge students’ beliefs.

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How To Use 2…

Create four to six statements that support or challenge students’ beliefs and experiences about the topic under study. The statements can address important points, major concepts, controversial issues, or misconceptions.

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How To Use 3…

Share the guide with students. Ask students to react to each statement to formulate a response to it, and be prepared to defend their positions.

Do not write simple, literal statements that can be easily answered.

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How To Use 4…

Discuss each statement with the class.

Ask how many students agreed or disagreed with each statement. Ask one student from each side of the issue to explain his/her response.

Have students read the selection with the purpose of finding evidence that supports or disconfirms their responses on the guide.

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How To Use 5…

After students finish reading the selection, have them confirm their original responses, revise them, or decide what additional information is needed. Students may be encouraged to rewrite any statement that was not correct in a way to make it correct.

Lead a discussion on what students learned from their reading.

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Does this example follow the guidelines?

McREL

Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.

____ The Ku Klux Klan (KKK) was founded ____in the 1900s.

____ The KKK has terrorized not only ____African Americans, but Jews, Catholics,and union organizers.

____ A number of high-ranking politicians ____ have been members of the KKK.

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Does this example follow the guidelines?

McREL

___ Any group, even the Klan, should be ____

allowed to voice its beliefs through meetings, publications, and protest

marches.

____ Groups such as the Klan become ____ more powerful because they appeal

to people’s fear and mistrust.

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Does this example follow the guidelines?

McREL

Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.

____ The Ku Klux Klan (KKK) was founded ____in the 1900s.

____ The KKK has terrorized not only ____African Americans, but Jews, Catholics,and union organizers.

____ A number of high-ranking politicians ____ have been members of the KKK.

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Does this example follow the guidelines?

McREL

___ Any group, even the Klan, should be ____

allowed to voice its beliefs through meetings, publications, and protest

marches.

____ Groups such as the Klan become ____ more powerful because they appeal

to people’s fear and mistrust.

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African Journeys: Anticipation Guide Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.  _____ 1. Africans seldom traveled beyond the shores of the _____

continent before the beginning of the slave trade.   _____ 2. Africans who were enslaved sometimes returned _____

to their homes on the continent after they were freed.  _____ 3. During the course of history, from 250 BCE to _____

the present, Africans have traveled to every continent except Antarctica.

 _____ 4. Approximately 100 million Africans or people _____

of African descent live in the Americas today.

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Teaching Tips…

Write statements that focus on the information in the text that you want your students to think about.

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Teaching Tips…

Write statements that students can react to without having to read the text.

Write statements for which information can be identified in the text that supports and/or opposes each statement.

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Teaching Tips…

Write statements that challenge students’ beliefs (Duffelmeyer, 1994).

Write statements that are general rather than specific (Duffelmeyer, 1994). 

paltoff 8-06http://www.sreb.org/programs/hstw/publications/site-guides/01V23_Instructional_Strategies.pdf

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Unit III Discovering the ObviousLesson 3 The Family, Activity 1 Naming Traditions http://www.louisianavoices.org/Unit3/edu_unit3_anticipation.html

Anticipation Guide -- Naming Traditions  Show that you agree or disagree with each statement by marking an X in the correct column. Then write a comment about the statement in the blank space. You may add questions and statements as the lesson progresses.Agree   Disagree_____     _____   1. Names tell a lot about people, places, and things.  _____     _____   2. All cultural groups have the same naming traditions.  _____     _____   3. Some French-speaking people have Anglo or German names.  _____     _____   4. Some families create new, unique names for their children.  _____     _____   5. Each family passes on and creates its own unique folklore.  _____     _____   6. Family traditions contribute to local culture and history.  

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Social Studies

http://www.successfulpractices.org/files/79/Strategic%20Reading%20excerpts%2Epdf

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Anticipation Guide: A Rationale for Teaching Reading in Sciencehttp://www.mcrel.org/pbs/tris/tris%5Fcontent/docs/ant_guide_rationale.rtf

 Directions: In the column labeled me, place a check next to any statement with which you agree. After reading the chapter A Rationale for Teaching Reading in Science, compare your opinions on those statements with information contained in the text.

Me Rationale_____ _____ 1. Science teachers are generally

pleased with the textbooks they use. _____ _____ 2. When students do science they are more

engaged.

_____ _____ 3. The same skills that make good scientists also make good readers.

_____ _____ 4. Teachers should use a variety of strategies to address content in depth.

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Assignment

Read the article on gas prices.

Prepare one or two statements that could be used as part of an AG

Form triads. Share statements

and critique based on info presented.

Choose the best statement to present to the group.

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HOW GAS PRICES WORK  

Directions: Study each statement in the center column. BEFORE you read any information related to the topic above, write AGREE

or DISAGREE in the BEFORE column. At the direction of your teacher, your will complete the AFTER column at the conclusion

of the lesson.

 BEFORE 

 

STATEMENT

 AFTER

   

Gas consumption is expected to decrease in the future. 

 

   

A severe gas shortage would cripple the United States. 

 

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HOW GAS PRICES WORK…

   

Higher demand for gasoline usually leads to lower prices. 

 

   

Taxes make up a bigger portion of the price for gas than refinement costs. 

 

   

World events, wars and weather can have an impact on the price of gas. 

 

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Anticipation/Reaction Guide

Directions: On the line before each statement, indicate whether you agree or disagree with what it says. Be prepared to explain the reasons for your response.

____ 1. A guide should focus on the text’s ____ most important concepts.____ 2. Seven to ten statements should be ____

written that support or challenge student beliefs/knowledge/experience.

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Anticipation/Reaction Guidecontinued

____ 3. Students read, react and discuss ____

statements before and after reading the selection.

____ 4. AGs are useful in helping teachers ____ identify misconceptions of students that can then be corrected prior to reading.

____ 5. AGs are just another way of doing ____ True/False statements.

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Bibliography  Beers, Sue and Howelll, Lou. Reading

Strategies for the Content Areas. Alexandria, VA: ASCD. 2003

Billmeyer, Rachel and Barton, Mary Lee. Teaching Reading in the Content Areas. Aurora, CO.: McREL. 1998.

Doty, Jane K., et. al. Teaching Reading in the Social Studies. Aurora, CO: McRel. 2003.

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Bibliography…

Irvin, Judith. Reading Strategies for the Social Studies Classroom. Austin, TX: Holt, Rinehart and Winston. n.d.

  Ogle, Donna M. and McBride, William L. Reading Tool

Kit for Social Studies. Evanston, IL: McDougell Littell. n.d. (Note: separate volume for each secondary text, e.g. The Americans, Modern World History)

  Schoenbach, Ruth, et. al. Reading for Understanding.

San Francisco, CA: Jossey-Bass Publishers. 1999.

Topping, Donna and McManus, Roberta. Real Reading, Real Writing—Content Area Strategies. Portsmouth, NH: Heinemann. 2002.

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Web Sites

http://www.indiana.edu/%7el517/anticipation_guides.htm http://www.ascd.org/video_guides/reading02/

handouts/handout7.html http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1a

nti.htm

http://projectile.plasmalink.com/guidesheet.html http://www.sreb.org/programs/hstw/publications/site-guides/

01V23_Instructional_Strategies.pdf (math-p. 20)

http://www.readwritethink.org/lessons/lesson_view.asp?id=226

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AGs: Objectives

• acquire information about the strategy

• examine and critique examples

• apply information by developing statements for an Anticipation Guide